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Adapting to Online and Blended Learning in Higher Education [[electronic resource] ] : Supporting the Retention and Success of the Expanded and Diversified Intake / / edited by David Kember, Robert A. Ellis, Si Fan, Allison Trimble
| Adapting to Online and Blended Learning in Higher Education [[electronic resource] ] : Supporting the Retention and Success of the Expanded and Diversified Intake / / edited by David Kember, Robert A. Ellis, Si Fan, Allison Trimble |
| Autore | Kember David |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (460 pages) |
| Disciplina | 378.17344678 |
| Altri autori (Persone) |
EllisRobert A
FanSi TrimbleAllison |
| Soggetto topico |
Education, Higher
Educational technology Teaching Continuing education Higher Education Digital Education and Educational Technology Didactics and Teaching Methodology Lifelong Learning Educació superior Aprenentatge electrònic Ensenyament assistit per ordinador Aprenentatge mixt |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789819908981
9789819908974 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1 Introduction -- Part A: Adopting a contemporary model of admission and course delivery to expand and diversify the student intake -- Chapter 2 Review of schemes for admitting a more diverse student body in higher education -- Chapter 3 Why Tasmania has a particular need to increase educational participation -- Chapter 4 Expanding and diversifying intakes through the adoption of open and online learning -- Chapter 5 Characteristics of the diverse student body and the multiple associated challenges they face -- Chapter 6 Catering for rural, regional and remote students with online learning -- Chapter 7 Coping mechanisms adopted by the diverse student body -- Part B: Supporting the retention and success of online and blended learners -- Chapter 8 Review of support provided by student support services -- Chapter 9 Review of literature on attrition -- Chapter 10 Modelling retention and success in traditional and contemporary universities -- Chapter 11 Comparison of student support services in four universities -- Chapter 12 Perceptions of support services by blended and online learners -- Part C: Implementing a model for the retention and success of online and blended learners -- Chapter 13 International perspectives on the transformation of teaching, learning and support in the new normal -- Chapter 14 Modelling the way teachers can support the retention and success of online students -- Chapter 15 Detailed characterisation of online teaching which optimises student support -- Chapter 16 Supporting blended learners in the new normal -- Chapter 17 Peer student support and the formation of learning communities -- Chapter 18 A teaching quality enhancement initiative which uses evaluation feedback to enable online and blended teaching to provide support to students -- Chapter 19 Practical implications of implementing a model of supporting retention and success for online and blended learners -- Chapter 20 Conclusion. |
| Record Nr. | UNINA-9910726280903321 |
Kember David
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Agents for Educational Games and Simulations [[electronic resource] ] : International Workshop, AEGS 2011, Taipei, Taiwan, May 2, 2011, Revised Papers / / edited by Martin Beer, Cyril Brom, Frank Dignum, Von-Wun Soo
| Agents for Educational Games and Simulations [[electronic resource] ] : International Workshop, AEGS 2011, Taipei, Taiwan, May 2, 2011, Revised Papers / / edited by Martin Beer, Cyril Brom, Frank Dignum, Von-Wun Soo |
| Edizione | [1st ed. 2012.] |
| Pubbl/distr/stampa | Berlin, Heidelberg : , : Springer Berlin Heidelberg : , : Imprint : Springer, , 2012 |
| Descrizione fisica | 1 online resource (X, 195 p. 68 illus.) |
| Disciplina | 006.3 |
| Collana | Lecture Notes in Artificial Intelligence |
| Soggetto topico |
Agents intel·ligents (Programes d'ordinador)
Jocs educatius Ensenyament assistit per ordinador Artificial intelligence Application software User interfaces (Computer systems) Computer communication systems Software engineering Computer simulation Artificial Intelligence Information Systems Applications (incl. Internet) User Interfaces and Human Computer Interaction Computer Communication Networks Software Engineering Simulation and Modeling |
| Soggetto genere / forma |
Congressos
Llibres electrònics |
| ISBN | 3-642-32326-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Middleware applications -- dialogues and learning -- adaption and convergence -- agent applications. |
| Record Nr. | UNISA-996465553803316 |
| Berlin, Heidelberg : , : Springer Berlin Heidelberg : , : Imprint : Springer, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
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Analysing Users' Interactions with Khan Academy Repositories / / by Sahar Yassine, Seifedine Kadry, Miguel-Ángel Sicilia
| Analysing Users' Interactions with Khan Academy Repositories / / by Sahar Yassine, Seifedine Kadry, Miguel-Ángel Sicilia |
| Autore | Yassine Sahar |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
| Descrizione fisica | 1 online resource (98 pages) |
| Disciplina | 371.3344678 |
| Soggetto topico |
Education - Data processing
Educational technology Artificial intelligence - Data processing Computers and Education Digital Education and Educational Technology Data Science Ensenyament assistit per ordinador Internet en l'ensenyament Tecnologia educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-89166-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction to Online Learning Repositories -- 2. Research Objectives -- 3. Literature Review -- 4. Methodology -- 5. Data acquisition -- 6. Assessing Online Learning Repository with Descriptive Statistical Analysis -- 7. Detecting Communities in Online Learning Repository -- 8. SNA Measures and Users’ Interactions -- 9. Conclusions -- 10. Future work. |
| Record Nr. | UNINA-9910510580003321 |
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Yassine Sahar
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Artificial intelligence, human agency and the educational leader / / edited by Rosemary Papa and Karen Moran Jackson
| Artificial intelligence, human agency and the educational leader / / edited by Rosemary Papa and Karen Moran Jackson |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (198 pages) |
| Disciplina | 371.334 |
| Soggetto topico |
Artificial intelligence - Educational applications
Education, Higher Teachers - Training of Intel·ligència artificial Ensenyament assistit per ordinador Internet en l'ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-77610-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910512156303321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Case studies of information technology application in education : utilising the internet, big data, artificial intelligence, and cloud in challenging times / / Yang Shen [and five others]
| Case studies of information technology application in education : utilising the internet, big data, artificial intelligence, and cloud in challenging times / / Yang Shen [and five others] |
| Autore | Shen Yang <1739-1827, > |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore Pte Ltd., , [2023] |
| Descrizione fisica | 1 online resource (265 pages) |
| Disciplina | 371.334 |
| Collana | Lecture Notes in Educational Technology Series |
| Soggetto topico |
Artificial intelligence - Educational applications
Computer-assisted instruction Education - Data processing Educational technology Tecnologia educativa Processament de dades Intel·ligència artificial Ensenyament assistit per ordinador |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-9650-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1. Case study for the application of Internet in education -- 1 Based on information technology, "Learning - speaking" Action Plan: from "micro-class community" began -- 2 Adaptive evaluation system APP development: achieve project-based learning (Internet) -- 3 "Micro-Course of teaching group" : promote balanced development of education in different regions -- 4 "1+N" Compulsory Courses Special Delivery Class: Exploring the Integration of Urban and Rural Education -- 5 The Four Rules of Normalization of "Internet +" Teaching -- 6 Disciplines are fully covered by mobile terminals -- 7 A new way of informatization for poor schools of ethnic minorities -- 8 Digital-based "Garden of The Grass" school-based curriculum development -- 9 Urban and rural assistance, across the Straits -- 10 The practice of digital campus under the background of the new policy of college entrance examination -- 11 A new educational model of ‘classified classes online’ -- 12 Walk into the "Internet+ Subjects" classroom -- 13 Diverse Star-rating Online Review -- 14 "QR Code" Application in Education and Teaching -- Part2. Case study for the application of big data in education -- 15 "Data" runs: in smart classrooms, teachers and teaching -- 16 Smart Classroom: Find the teaching methodology for teaching students according to their aptitude -- 17 Information Technology: Let students discover their beauty -- 18 Thinking about the Digital Innovation Lab -- 19 All round coverage of big data systems -- 20 data-driven evaluation evolution -- 21 Data-driven and effective teaching action.-22 Wisdom and Ecology, Be the Best of Yourself -- 23 Digital Classrooms for Self-Learning -- 24 "Intellectual Companion": A whole-process educational big data that helps improve regional education quality -- Part 3. Case study for the application of cloud in education -- 25 Fission effect: from "New Form Teaching Guide " to the construction of information think tank -- 25 Data association: From demand to application, Unicom "Cloud" and "Space" -- 27 "Education Cloud" benefits children of migrant workers -- 28 School-based curriculum development: Cloud Farm Education Innovation -- 29 "Rainbow Bridge" for Left-behind Children -- 30 "Cloud and Network and Terminal" intelligent classroom teaching mode -- 31 Construction of "Everyone's Learning Community" -- 32 "One-to-One" Digital Future Classroom -- 33 China Mobile "+ Education": "Cloud Platform” for Rural Education -- Part 4. Case study for the application of AI in education -- 34 3-3-6 classroom teaching model based on smart classroom: The realization of inquiry learning -- 35 The Informatization Road of Educational Reform in Private Schools -- 36 Create a 'double new' driven fun digital campus -- 37 New exploration of educational information: Cause Marketing -- 38 Maker Education, making students masters of learning -- 39 From a "Media Literacy Course” to "Smart Education" -- 40 Making use of information technology to build "independent learning" culture -- 41 Smart Classroom ’‘5-3-3’Mode Practice -- 42 Potential classes based on the ‘Learning Community -- 43 Microlessons: Crossing the "Recent Development Zone". |
| Record Nr. | UNINA-9910682552703321 |
|
Shen Yang <1739-1827, >
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| Singapore : , : Springer Nature Singapore Pte Ltd., , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Conceptualizing and innovating education and work with networked learning / / Nina Bonderup Dohn [and four others]
| Conceptualizing and innovating education and work with networked learning / / Nina Bonderup Dohn [and four others] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer International Publishing, , [2021] |
| Descrizione fisica | 1 online resource (274 pages) |
| Disciplina | 378 |
| Collana | Research in Networked Learning |
| Soggetto topico |
Education, Higher
Educational technology - United States Innovacions educatives Aprenentatge electrònic Ensenyament assistit per ordinador Tecnologia educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-85241-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910513581803321 |
| Cham, Switzerland : , : Springer International Publishing, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Conducting technology acceptance research in education : theory, models, implementation, and analysis / / Ömer Faruk Ursavaş
| Conducting technology acceptance research in education : theory, models, implementation, and analysis / / Ömer Faruk Ursavaş |
| Autore | Ursavaş Ömer Faruk |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (191 pages) |
| Disciplina | 371.3 |
| Collana | Springer Texts in Education |
| Soggetto topico |
Educational innovations
Educational technology Tecnologia educativa Ensenyament assistit per ordinador |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031108464
9783031108457 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Preface -- Acknowledgment -- Contents -- 1: Technology Acceptance: A Myth or Necessity -- 1.1 Introduction -- 1.2 A Philosophical View: Educational Value Versus Technological Value -- 1.3 Adoption, Diffusion, and Acceptance: What Did They Bring to Us? -- 1.4 Why the Adoption of Innovations in the Educational Context Should Be Studied -- 1.5 Applications in Various Settings -- 1.5.1 Business -- 1.5.2 Healthcare -- 1.5.3 Education -- References -- 2: Theory of Reasoned Action -- 2.1 Introduction -- 2.2 Factors -- 2.2.1 Behavior (Actual Use) -- 2.2.2 Intention -- 2.2.3 Attitudes -- 2.2.4 Subjective Norms -- 2.3 Case Study -- 2.3.1 Introduction -- 2.3.2 Methods -- 2.3.2.1 Research Design -- 2.3.2.2 Research Participants and Data Collection -- 2.3.2.3 Measures -- 2.3.2.4 Data Analysis -- 2.3.3 Results -- 2.3.3.1 Descriptive Statistics -- 2.3.3.2 Comparison of the Alternative Measurement Models -- 2.3.3.3 Convergent Validity -- 2.3.3.4 Discriminant Validity -- 2.3.3.5 Measurement Invariance Analysis -- 2.3.3.6 Hypothesis Testing -- 2.3.3.7 Path Analysis -- 2.3.4 Discussion -- 2.3.5 Conclusion, Limitations, and Future Directions -- References -- 3: Theory of Planned Behavior -- 3.1 Introduction -- 3.2 Factors -- 3.2.1 Perceived Behavioral Control -- 3.3 Case Study -- 3.3.1 Introduction -- 3.3.2 Methods -- 3.3.2.1 Research Design -- 3.3.2.2 Research Participants and Data Collection -- 3.3.2.3 Measures -- 3.3.2.4 Data Analysis -- 3.3.3 Results -- 3.3.3.1 Testing the Measurement Model -- 3.3.3.2 Testing the Structural Model -- 3.3.4 Discussion -- 3.3.5 Conclusion, Limitations and Future Directions -- References -- 4: Technology Acceptance Model: History, Theory, and Application -- 4.1 Introduction -- 4.2 Development of TAM -- 4.2.1 TAM1 -- 4.2.2 TAM2 -- 4.2.3 TAM3.
4.3 Components of the Models -- 4.3.1 TAM1 -- 4.3.1.1 Perceived Usefulness (PU) -- 4.3.1.2 Perceived Ease of Use (PEU) -- 4.3.2 TAM2 -- 4.3.2.1 Experience -- 4.3.2.2 Voluntariness -- 4.3.2.3 Subjective Norm -- 4.3.2.4 Image -- 4.3.2.5 Job Relevance -- 4.3.2.6 Output Quality -- 4.3.2.7 Result Demonstrability -- 4.3.3 TAM3 -- 4.3.3.1 Computer Self-Efficacy -- 4.3.3.2 Perception of External Control -- 4.3.3.3 Computer Anxiety -- 4.3.3.4 Computer Playfulness -- 4.3.3.5 Perceived Enjoyment -- 4.3.3.6 Objective Usability -- 4.4 Case Study for TAM -- 4.4.1 Introduction -- 4.4.2 Methods -- 4.4.2.1 Research Design -- 4.4.2.2 Research Participants and Data Collection -- 4.4.2.3 Measures -- 4.4.3 Results -- 4.4.3.1 Data Analysis -- 4.4.3.2 Descriptive Analysis -- 4.4.3.3 Test for Measurement Model -- 4.4.3.4 Test for Structural Model -- 4.4.4 Discussion -- 4.4.5 Conclusion, Limitations and Future Directions -- References -- 5: Motivational Model (MM) -- 5.1 Introduction -- 5.2 Hedonic and Utilitarian Use -- 5.3 Factors -- 5.4 Case Study -- 5.4.1 Introduction -- 5.5 Method -- 5.5.1 Data Collection -- 5.5.2 Measurement of Construct -- 5.6 Results -- 5.6.1 Descriptive Statistics -- 5.6.2 Convergent and Discriminant Validity -- 5.6.3 Test of Structural Model -- 5.6.4 Hypothesis Test Results -- 5.7 Discussion -- References -- 6: Unified Theory of Acceptance and Use of Technology Model (UTAUT) -- 6.1 Introduction -- 6.2 Omponents of the Models -- 6.2.1 Performance Expectancy (PE) -- 6.2.2 Effort Expectancy (EE) -- 6.2.3 Social Influence (SE) -- 6.2.4 Facilitating Conditions (FC) -- 6.2.5 Hedonic Motivation (HM) -- 6.2.6 Price Value (PV) -- 6.2.7 Habit (H) -- 6.2.8 Behavioral Intention (BI) -- 6.3 Case Study for UTAUT -- 6.3.1 Introduction -- 6.3.2 Methods -- 6.3.2.1 Participants and Procedures. 6.3.2.2 Measure -- 6.4 Results -- 6.4.1 Descriptive Statistics -- 6.4.2 Confirmatory Factor Analysis -- 6.4.3 Test for Measurement Model -- 6.4.4 Analysis of Measurement Invariance -- 6.4.5 Testing Structural Model -- 6.5 Discussion -- 6.6 Conclusion, Limitation and Future Directions -- References -- Untitled -- 7: Previously Completed Systematic Review and Meta-Analysis Studies -- 7.1 Introduction -- 7.2 Recent Meta-Analysis -- 7.3 Case Study for META Analysis -- 7.3.1 Introduction -- 7.3.2 Research Hypothesis -- 7.3.3 Method -- 7.3.4 Protocol and Registration -- 7.3.5 Literature Search -- 7.3.6 Inclusion and Exclusion Criteria -- 7.3.7 Coding -- 7.3.8 Data Analysis -- 7.3.8.1 Effect Size Calculations for Individual Studies and Overall Effect Size -- 7.3.8.2 The Analysis Model -- 7.3.8.3 Heterogeneity of the Effect Sizes -- 7.3.8.4 Measures Taken for Publication Bias -- 7.3.9 Results and Discussions -- 7.3.9.1 Descriptive Statistics -- 7.3.9.2 Results Regarding Causal Relationships -- 7.3.9.3 Results Regarding Heterogeneity -- 7.3.9.4 Results Regarding Publication Bias -- 7.3.9.5 Results Regarding the Research Questions -- 7.3.10 Limitations and Suggestions for Future Researches -- 7.3.11 Educational Implications -- References -- Index. |
| Record Nr. | UNINA-9910592990203321 |
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Ursavaş Ömer Faruk
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| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Coronavirus pandemic & online education : impact on developing countries / / Imtiaz A. Hussain and Jessica Tartila Suma, editors
| Coronavirus pandemic & online education : impact on developing countries / / Imtiaz A. Hussain and Jessica Tartila Suma, editors |
| Pubbl/distr/stampa | Singapore : , : Palgrave Macmillan, , [2023] |
| Descrizione fisica | 1 online resource (228 pages) |
| Disciplina | 001.20905 |
| Soggetto topico |
COVID-19 Pandemic, 2020- - Influence
Education - Social aspects - Developing countries Education - Computer-assisted instruction Pandèmia de COVID-19, 2020- Educació Ensenyament assistit per ordinador Reforma de l'educació Condicions socials |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-6853-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgments -- Contents -- Notes on Contributors -- Abbreviations -- List of Figures -- List of Tables -- 1 Introduction: End of the Line, or New Threshold? Pedagogy at Bay -- Puzzle -- Pedagogy -- Classroom Mindset: Online or 'on the Line'? -- Off-Line Pedagogical Change-makers -- Prior Reforms and Lessons -- Empirical Background: Inside Education -- Historical Motors of Changes -- Theoretical Framework -- Chapter Previews -- Transitions -- Findings: Preview -- Notes -- References -- 2 Online Educational Ecosystem, Sustainability and Resiliency in Bangladesh: Scaffolding Pathways? -- Introduction -- Literature Review -- Conceptual Framework -- Key Concepts -- Learner Characteristics and Needs -- University's Online Ecosystem and Infrastructure -- Teaching Competencies, Challenges, and Professional Development -- Covid-19 Impacts and Other Health Issues on Learning/Teaching -- Online Educational Ecosystem -- Methods -- Data Analysis -- Findings -- Student Survey and Interview Analysis -- Teacher's Survey and Interview Analysis -- Survey Analysis for Covid-19 and Other Health Issues Impact on Students -- Website and Interview Analysis of University's Online Ecosystem and Infrastructure -- Discussions -- Pedagogy, Technology, and Culture -- Teacher's Professional Development -- The Covid-19 Dimension of Pedagogy -- Conclusion: Enhancing the Digital Game -- Notes -- Bibliography -- 3 Undergraduate Studies and the Covid Context: Promoting Self-Regulated Learning -- Introduction -- Conceptualizing Self-Regulated Learning Strategies -- The Need to Promote Self-Regulated Learning in Online Courses -- Strategies to Promote Self-Regulated Learning Amongst Undergraduate Students in Online Classrooms -- Introducing SRLS to Students -- Maintaining an Online Log -- Goading Students into Self-Regulating Their Learning Process -- Reminder E-mails.
Designing Framework for Students -- Frameworks With Regards to Time Expectations -- Sample Work and Rubrics -- Nurturing Support-Seeking Behaviour -- Conclusion -- Notes -- Bibliography -- 4 Making the Most of Online Classes: Clipping pedagogy's Future? -- The Changing Economy and Landscape -- Literature Review -- Pandemic and Lockdowns in 2020 -- The Show Must Go on -- The Author's Experience -- Motivation in Class (Given a Lemon, Make Lemonade) -- Additional Guidance -- Tips for Online Classes -- At the Beginning of a Class -- Marks for Class Performance/Participation -- Taking Attendance -- Recording of Classes -- Online Examinations -- What Can Be Forbidden During Examinations -- Possible Plagiarism -- Multiple Choice Questions -- Live and Recorded Presentations -- Recorded Video Presentations on FB or Youtube -- Online Classes and Outcome-Based Education -- PEOs and PLOs -- Marks Distribution -- Without Online Tests -- Conclusions -- References -- 5 Bangladesh's Public Universities, Online Education, and Covid-19 Pandemic: Convulsions and Corrections -- Introduction -- Statement of the Problem -- Methodology -- Literature Review and Theoretical Discussion -- Online Class Analysis: Need of the Hour -- Learning from Examples -- The Convenient Option -- Technological Barrier -- Poor Infrastructure -- Pain of Adjustment -- Online Education: The Case of the University of Dhaka -- Recommendations -- Online Class Versus Online Education -- Student-Friendly Lessons -- Broader Infrastructural Development in ICT -- Digital Monitoring During Examinations -- Vaccination for All -- Conclusions -- Bibliography -- 6 Bangladesh Women Varsity Students Face Covid-19 Online Education & -- Inter-sectionalist Insights -- Background -- Applying Intersectional Feminist Standpoint Approach to Online Education -- Methodological Approach -- Findings. Benefits of Online Education -- Challenges -- More Care Work and Little Rest at Home -- Need for a Separate Room and Sound Environment -- Tense Home Environment and Domestic Violence -- Inevitable Social Pressure for Marriage -- Computer, Internet, and Electricity -- Geographical Location Matters -- University Support -- Recommendations from Students' Perspectives -- Female Students and Online Education in Auto-ethnographic Voices -- Notes -- Bibliography -- 7 Online University Teaching During COVID-19: The Malaysian Experience -- Background: Onset of COVID-19 in Malaysia -- COVID-19 Impact on University Teaching and Learning -- Conclusion -- Notes -- Bibliography -- 8 Dealing with COVID-19 in a Mexican University: Academic Challenges, Psychological Wear, and Family Economy -- Introduction: Research Topic and Road to Suspending Face-to-Face Academic Activities -- About the Faculty of Economics (FE) -- The Faculty -- About the Research Group: Business Transdisciplinary Studies -- Methodology -- About the Sample -- Authors and the Researchers -- First Section: The Business Transdisciplinary Studies Research Group-Results -- Before the Pandemic -- At the Beginning of the Pandemic -- Expenses -- The Sudden Change -- During the Pandemic -- The Students -- Authorities -- Daily Routine -- Second Section: Staff-Results -- Before the Pandemic -- At the Beginning of the Pandemic -- Expenses -- The Sudden Change -- During the Pandemic -- Students -- Authorities -- Daily Routine -- Conclusions: 'New Normal' Perspectives -- Notes -- Sources -- 9 Transition to Digital Classrooms: Learning on One's Own -- Introduction -- Pedagogical Challenges -- Redesigning Course Formats -- Logistical Challenges -- New Vistas -- Conclusions -- Notes -- Bibliography -- 10 Conclusions: Roller-Coasting Pedagogy? "We Ain't Seen Nothing yet" -- Introduction -- Index. |
| Altri titoli varianti | Coronavirus pandemic and online education |
| Record Nr. | UNINA-9910637727203321 |
| Singapore : , : Palgrave Macmillan, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Developing online teaching in higher education : global perspectives on continuing professional learning and development / / edited by Dianne Forbes, Richard Walker
| Developing online teaching in higher education : global perspectives on continuing professional learning and development / / edited by Dianne Forbes, Richard Walker |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (219 pages) |
| Disciplina | 354.81150006 |
| Collana | Professional and Practice-Based Learning |
| Soggetto topico |
Internet in higher education
Educació superior Ensenyament assistit per ordinador Internet en l'ensenyament Telecomunicació en l'ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-5587-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Series Editors' Foreword -- Contents -- About the Editors and Contributors -- Editors -- Contributors -- Introduction: A Continuous Professional Learning and Development (CPLD) Framework for Online Teaching -- 1 Covid-19 and the Mainstreaming of Online Teaching Provision -- 2 The Distinctive Challenges of Online Teaching -- 3 CPLD for Online Teaching -- 3.1 A Multidimensional, Multi-level Model of CPLD -- 3.1.1 Inter-institutional/Societal CPLD -- 3.1.2 Institutional CPLD -- 3.1.3 Middle-Out Programme-Driven CPLD -- 3.1.4 Personal 'Inside-Out' Experiences of CPLD -- 4 Summary -- References -- Part I: Inter-institutional/Societal CPLD -- Professional Learning for Open Online Educators: The #Openteach Story -- 1 Introduction -- 2 Contemporary Perspectives on CPLD for Online Educators -- 3 #Openteach Approach to CPLD for Online Educators -- 4 Methodology -- 4.1 Case Study Context -- 5 The #Openteach Story -- 5.1 Phase 1: Needs Analysis -- 5.2 Phase 2: Synthesis of the Literature -- 5.3 Phase 3: Course Design and Development -- 5.4 Phase 4 Course Pilot -- 5.5 Phase 4 Pilot Evaluation -- 5.5.1 Knowledge and Understanding of Online Pedagogy -- 5.5.2 Community of Educators -- 5.5.3 Course Design -- 5.5.4 Covid-19 Pandemic Context -- 6 Final Thoughts -- References -- Inquiry MOOCs: Privileging Constructive Collaborative Learning for Continuing Professional Development -- 1 Introduction -- 1.1 The Emergence of MOOCs -- 1.2 Integrating Community of Inquiry into MOOC Delivery -- 1.3 The Value of MOOCs in CPLD -- 2 Professional Development Quality Indicators Represented in BLP -- 2.1 Collective Participation -- 2.2 Duration -- 2.3 Active Learning -- 2.4 Content Focus -- 2.5 Coherence -- 3 The Guiding Pedagogy -- 3.1 Meta-Community -- 3.2 Reducing Role Ambiguity -- 3.3 Reducing Temporality of Conversation Flow -- 3.4 Diversified Foci.
3.5 Lack of Psychological Obligation -- 3.6 Fear of Criticism and Self Consciousness -- 4 Conclusion -- References -- Get Interactive: The Value of a MOOC for Continuing Professional Learning and Development -- 1 Introduction -- 1.1 Continuing Professional Learning and Development of Teachers as Designers -- 2 To Bloomsbury and Beyond! The Origins of GetInMOOC -- 2.1 GetInMOOC Design -- 2.2 Evaluating the Effectiveness of MOOCs for Teacher CPLD -- 2.2.1 Immediate, Potential and Applied Value in GetInMOOC -- 2.3 After the MOOC: Realised and Reframing Value -- 2.3.1 Value Creation Stories from Our Volunteer Mentors -- 3 Conclusions -- References -- Cross-Cultural Mentoring in Tertiary Education: Enhancing Self-Efficacy in Online Teaching Through Collaboration and Openness in Professional Learning -- 1 Background -- 1.1 Open Education for a Better World -- 1.2 CPLD and Cross-Cultural Mentoring -- 1.3 Self-Efficacy -- 2 CPLD and Cross-Boundary Open Learning -- 2.1 Modes of Participation -- 2.2 Time, Place, and Space -- 2.3 Culture and Language -- 2.4 Diverse Professional Contexts -- 3 Discussion -- 4 Recommendations -- References -- Professional Accreditation Pathways in Higher Education: Enabler or Block to Technology-Enhanced Learning Professional Development? -- 1 Introduction -- 2 Theoretical Underpinnings -- 3 Professionalisation of HE -- 4 Critique of Accreditation Pathways -- 4.1 What Is the Evidence of Impact? -- 5 A Digital Focus -- 5.1 What Evidence Is There That Frameworks Help to Develop Digital Teaching Skills? -- 6 Reflections/Recommendations -- 6.1 Encouraging a Developmental Culture -- 6.2 More Explicit Digital Focus Through Frameworks -- 7 Conclusion -- References -- Part II: Institutional CPLD -- Emergency Designs: Lessons for the Rapid Implementation of Online Teaching -- 1 Introduction -- 2 ADDIE Model -- 3 Methodology. 4 Emergency Designs: ADDIE During COVID-19 -- 4.1 Phase 1: Analysis -- 4.2 Phase 2: Design -- 4.3 Phase 3: Development and Phase 4: Implementation -- 4.4 Phase 5: Evaluation -- 5 An ADDIE for Emergencies -- 5.1 Supporting Emergency Learning Design -- 6 Conclusion -- References -- Providing Continuous Learning and Professional Development Through a Toolkit Design -- 1 Introduction/Background -- 2 ABC Learning Design -- 2.1 Adapting the Framework -- 2.2 A Toolkit Approach -- 2.3 Evaluation -- 3 Methodology -- 3.1 Analysis -- 4 Results -- 4.1 Theme 1: Time -- 4.2 Theme 2: Knowledge -- 4.3 Theme 3: Organisation -- 5 Discussion -- 6 Next Steps -- References -- Swift Preparation for Online Teaching During the Pandemic: Experience Sharing from Healthcare Teaching in Hong Kong -- 1 Introduction -- 2 Preparation and Ongoing Support for the Swift Change of Online Teaching -- 3 Challenges Faced by Teaching Staff During the Initial Implementation of Online Teaching -- 3.1 Adaptive Changes for Online Teaching -- 3.2 Interaction and Communication During Synchronous Online Teaching -- 3.3 Perspectives from Students -- 3.4 Perspectives from Teaching Staff About Their Learning Journey -- 3.5 Reflections on the Timetabling Planning for Resuming Small Group F2F Practical Teaching -- 4 Future Directions for Preparing Teaching Staff to Implement Online Education -- References -- Part III: Middle-Out Programme Driven CPLD -- Co-design as Professional Learning: Pulling Each Other in Different Directions, Pulling Together -- 1 Introduction -- 1.1 Connected Learning at Scale -- 2 Method -- 3 Pulling Each Other in Different Directions -- 3.1 Learning About Design -- 3.2 Attitudes to Design -- 3.3 Sharing Co-design in and Across Teams -- 4 Discussion: Pulling Together -- References. Share Sessions: A Solution to Cross-Disciplinary Academic Professional Learning and Development in Higher Education -- 1 Introduction -- 1.1 Literature Review -- 2 Methodology -- 3 Findings -- 3.1 Academics as Connected Learners -- 3.2 Community of Practice -- 3.3 Sense-Making of Informal Sharing -- 4 Discussion -- 4.1 Impact -- 4.2 Transferability -- 4.3 Implementation -- 5 Conclusion -- References -- Informal, Grassroots Online Professional Learning: The Experiences of Teacher Educators -- 1 Introduction -- 1.1 CPLD of Teacher Educators in the Tertiary Setting -- 1.2 Teacher Educators' Engagement with Online Learning Opportunities During COVID-19 -- 2 Professional or Teacher Learning Communities -- 2.1 Online PLC Design and Description -- 2.2 PLC Impact on Participants -- 2.3 Learning from the PLC for Tertiary Educators -- 2.4 Impact of the PLC in Tertiary Educator CPLD -- 3 Recommendations for Successful Online CPLD -- References -- Supporting Emergency Remote Teaching via a Responsive Professional Development Support System -- 1 Introduction -- 2 Literature Review -- 3 Context and Background -- 3.1 Support at the University Level -- 3.2 English-Medium Support -- 3.3 During the Semester -- 4 Methodology -- 5 Analysis and Discussion -- 5.1 Issues Experienced During the Online Semester -- 5.2 Reflections on Successes and Challenges -- 5.3 Perceived Helpfulness of Activities and Level of Support -- 6 Lessons Learned -- Appendix: Summary of Relevant Questions from the Final Survey -- References -- Part IV: Personal 'Inside-Out' Experiences of CPLD -- Pathways to Creative Learning and Teaching Online: An Ecological Model -- 1 A Model for Creativity Online -- 1.1 Virtual Creativity and CPLD Practice -- 1.2 Definitional Complexities -- 2 An Ecological Model -- 2.1 Key Element 1. Ontology: Being Creative for Life and Learning. 2.2 Key Element 2. Design for Creativity Online: Playful CPLD and Generative Spaces -- 2.3 Key Element 3. Work with the Environment -- 2.4 Key Element 4. Effective Facilitation, Mentoring, Modelling of Practice, and Creative Leadership -- 3 CPLD Principles -- 4 Conclusion -- References -- From Physical to Virtual: Reflections on the Move from the Lecture Hall to the Digital Classroom -- 1 Context of the Study -- 2 Pre-pandemic Professional Training and Development Agenda -- 3 Students, Teachers, and Digital Skills -- 4 Development Needs and Transitioning Teacher Identity -- 5 Recommendations -- 5.1 End-User Awareness -- 5.2 Immediate-User Awareness -- 5.3 Self-Reflection -- 5.4 Empathy and Compassion -- 5.5 Problem-Solving and Shared Experiences -- 5.6 Unlocking Creativity -- 5.7 Transform Attitudes to Change -- 5.8 Communication and Setting Expectations -- References -- Conclusion: Continuing Professional Learning and Development (CPLD) for Online Teaching: Diverse Perspectives and Common Themes -- 1 Online, Situated, and Flexible CPLD -- 2 A Balance of Digital Competencies and Pedagogies -- 3 Collaborative and Social -- 4 Active and Creative -- 5 Continually Evaluated -- References. |
| Record Nr. | UNINA-9910632475403321 |
| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Developing reading comprehension / / Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean Chesher
| Developing reading comprehension / / Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean Chesher |
| Autore | Clarke Paula J. |
| Pubbl/distr/stampa | Hoboken, : Wiley Blackwell, 2013 |
| Descrizione fisica | 1 online resource (211 p.) |
| Disciplina | 371.3 |
| Soggetto topico |
Reading -- Computer-assisted instruction -- Software
Reading comprehension -- Study and teaching (Elementary) Reading comprehension Reading comprehension - Study and teaching (Elementary) Education Social Sciences Theory & Practice of Education Lectura Ensenyament assistit per ordinador Comprensió de la lectura |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
1-118-60674-4
1-118-60671-X 1-118-60673-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Developing Reading Comprehension; Copyright; Contents; List of Figures; List of Boxes; Foreword by Jean Gross CBE; Acknowledgements; Chapter 1 What is Reading Comprehension?; Models of Reading Comprehension; The Importance of Reading Comprehension; Summary; Chapter 2 The Poor Comprehender Profile; Factors that Contribute to Poor Reading Comprehension; Language Skills; Understanding the Meaning of Words; Understanding the Structure and Organisation of Words, Sentences and Connected Text; Early Indicators; Working Memory; Working with Text; Making Inferences; Monitoring Understanding
Environmental InfluencesSummary; Chapter 3 The York Reading for Meaning Project: An Overview; Theoretical Aims; Practical Aims; Intervention Design; Research Design; Understanding Causality; Randomised Controlled Trials; Sample Considerations; Random Allocation; Blinding; Attendance and Attrition; Control Groups; Establishing Long-Term Educational Significance; Control Task; Assessment; Findings; Summary and Conclusions; Appendices; Chapter 4 Teaching Principles; Vygotskian Principles; Peer Learning; Individualisation; Scaffolding; Modelling; Reciprocal Teaching; Distributed Practice; Themes Passage ChoiceSummary; Chapter 5 Intervention Materials: Oral Language Programme; 1. Vocabulary; What Kinds of Words Should We Teach?; After Choosing the Word, How Is It Taught?; Supplementary Activities; Pictures and Photographs; Mind Maps; Memory Aids; Verbal Reasoning; Summary of Vocabulary; 2. Reciprocal Teaching with Spoken Language; Clarification; Summarisation; Prediction; Question Generation; Complementary Activities; Activating Background Knowledge; Developing Visual Representations; Summary of Reciprocal Teaching with Spoken Language; 3. Figurative Language; Idioms; Jokes; Riddles Simile and MetaphorSummary of Figurative Language; 4. Spoken Narrative; Sequencing and Story Structure; Creating Extended Stories; Summary of Spoken Narrative; Chapter Summary; Answers to Riddles; Chapter 6 Intervention Materials: Text Level Programme; 1. Metacognitive Strategies; Reread; Look-Back; Think-aloud; Thinking in Pictures; Looking at Pictures and Illustrations; Completing Incomplete Pictures; Creating Pictures with Pen and Paper; Explain and Reflect; Strategy Choice; Summary of Metacognitive Strategies; 2. Reciprocal Teaching with Written Language; Clarification; Summarisation PredictionQuestion Generation; Complementary Activities; 3. Inferencing; Cohesive Inferences; Bridging Inferences; Predictive Inferences; Evaluative Inferences; Activating Prior Knowledge; Summary of Developing Inferencing Skills; 4. Written Narrative; Summary of Developing Narrative Skills; Chapter Summary; Chapter 7 Intervention Materials: Combined Programme; Summary; Chapter 8 Feedback and Evaluation; Feedback from Teaching Assistants; The Personal and Professional Development of Teaching Assistants; Overall Evaluation and Next Steps; Children's Reflections; Parents' Feedback; Summary Chapter 9 Theoretical and Practical Implications |
| Record Nr. | UNINA-9910790673303321 |
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Clarke Paula J.
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| Hoboken, : Wiley Blackwell, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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